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International audience; There are today large expectations towards creative thinking and innovation in both educational and industrial contexts. Creativity defined as the ability to think of something truly new (i.e., original, unexpected), and appropriate (i.e., useful, adaptive concerning task constraints) is considered as a crucial skill required in numerous organizations and is largely viewed as fundamental process for any innovation. Nevertheless, generating, evaluating and developing new ideas might not be as easy as it seems, and individuals often failed to propose creative solutions to a specific problem, focusing on a narrow scope of existing solutions. Decades of cognitive psychology studies has demonstrated that previously acquired and existing knowledge or ideas can limit creative ideation, leading a phenomena named " mental fixation " or " fixation effect ". Experimental studies with students converged in showing that the fixation effect is reinforced when adults are exposed to uncreative examples of solutions before being asked to generate new ideas. Although, considerable efforts have been devoted at identifying the negative influence of examples on creative ideas generation in experiments made on thousands of engineers' students, as well as novices from different disciplines, surprisingly there are to date few study that have examined whether examples may constrain (or facilitate) creative ideation in expert engineers or designers. Therefore, the present study aimed to clarify the potential role of expertise in creative idea generation. In this study, 64 expert engineers from a prestigious French Aerospatiale multinational were asked to design solutions to ensure that a hen's egg dropped from a height of ten meters does not break (the egg task). The participants were randomly assigned to one of two experimental conditions (a control condition without an example or a test condition with an uncreative example) and were given ten minutes to solve the egg task. The problems were identical across conditions, except that the group with an example read the following: " One solution classically given is to slow the fall with a parachute ". Our results show that expert engineers were able to overcome design fixation, and interestingly they provided more solutions within the expansion path and fewer solution within the fixation path when they were given an uncreative example. As such, our results expand the understandings of the critical characteristics of expertise for overcoming cognitive biases to creativity, and give new sights to managerial implications for the role of creative leaders in this concern, more specifically when managing innovative processes with team members having varying levels of expertise.

The fixation effect is known as one of the most dominant of the cognitive biases against creativity and limits individuals' creative capacities in contexts of idea generation. Numerous techniques and tools have been established to help overcome these cognitive biases in various disciplines ranging from neuroscience to design sciences. Several works in the developmental cognitive sciences have discussed the importance of inhibitory control and have argued that individuals must first inhibit the spontaneous ideas that come to their mind so that they can generate creative solutions to problems. In line with the above discussions, in the present study, we performed an experiment on one hundred undergraduates from the Faculty of Psychology at Paris Descartes University, in which we investigated a minimal executive feedback-based learning process that helps individuals inhibit intuitive paths to solutions and then gradually drive their ideation paths toward creativity. Our results provide new insights into novel forms of creative leadership for idea generation.

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International audience; Leadership and creativity have usually been viewed as antagonist concepts, compromised between two contradictory variables: control and freedom. There is growing evidence that too much leadership control could kill subordinates’ creativity, while in contrary too much freedom could lead them to chaos and disorder. In the past decades, countless researches suggested that in order for creativity to emerge, leaders should grant more freedom and autonomy to their followers. Our hypothesis is that leaders could foster subordinates’ creative ideation capacities by controlling their ideation processes through directive feedbacks. In this study, we explored the influence of directive feedbacks interactively given by a leader at each idea generated by his/her subordinate, throughout a classical creative problem-solving task done online via a distant text conversation. The task consisted of generating as many original solutions as possible that allows that a hen’s egg dropped from a height of ten meters does not break. Results confirmed that leaders’ directive feedbacks were able to drive and guide subordinates’ ideation paths in two distinctive directions, according to leaders’ domain-relevant knowledge and vision for creativity.

Whereas people’s reasoning is often biased by intuitive stereotypical associations, recent debiasing studies suggest that performance can be boosted by short training interventions that stress the underlying problem logic. The nature of this training effect remains unclear. Does training help participants correct erroneous stereotypical intuitions through deliberation? Or does it help them develop correct intuitions? We addressed this issue in four studies with base-rate neglect and conjunction fallacy problems. We used a two-response paradigm in which participants first gave an initial intuitive response, under time pressure and cognitive load, and then gave a final response after deliberation. Studies 1A and 2A showed that training boosted performance and did so as early as the intuitive stage. After training, most participants solved the problems correctly from the outset and no longer needed to correct an initial incorrect answer through deliberation. Studies 1B and 2B indicated that this sound intuiting persisted over at least two months. The findings confirm that a short training can debias reasoning at an intuitive “System 1” stage and get reasoners to favour logical over stereotypical intuitions.

International audience; Industrial designers and engineers are 2 types of individuals who are typically contrasted with regard to their creative capabilities. Regarding idea-generation processes, studies have shown that individuals use existing elements to generate new ideas, which constrains their creative thinking and leads them to only focus on a narrow scope of solutions. This article explores how industrial designers and engineers behave when generating creative ideas and resisting fixation (i.e., their propensity to focus on a limited set of ideas). We used a creative task in which participants were asked to design a solution that would prevent a hen’s egg from breaking after being dropped from a height of 10 m. Our results show that engineers and industrial designers differ in their creative behaviors when they are asked to generate ideas in a creative task without any constraints. Industrial designers provide more answers and are less fixated than engineers. However, for both engineers and industrial designers, the introduction of an uncreative example reinforced the fixation effect and constrained participants’ fluency. Specifically, industrial designers who were exposed to an uncreative example behaved similarly to engineers who were not exposed to this type of example.

International audience; Emotions strongly influence our decisions, particularly those made under risk. A classic example of the effect of emotion on decision making under risk is the “framing effect,” which involves predictable shifts in preferences when the same problem is formulated in different ways. According to dual process theories, this bias could stem from an affective heuristic belonging to an intuitive type of reasoning. In this study, we examined whether specific incidental negative emotions (i.e., fear and anger) influence framing susceptibility and risk-taking identically. In each trial, participants received an initial amount of money, and pictures of angry or fearful faces were presented to them. Finally, participants chose between a sure option and a gamble option of equally expected value in a gain or loss frame. Risk-taking was modulated by emotional context: fear and anger influenced risk-taking specifically in the gain frame and had opposite effects. Fear increased risk-averse choices, whereas anger decreased risk-averse choices, leading to a suppression of the framing effect. These results confirm that emotions play a key role in framing susceptibility.

Converging evidences have indicated that the ability to generate creative ideas could be limited by recently activated knowledge such as examples of solutions. However, neuroimaging studies have recently demonstrated that exposure to examples did not systematically lead to fixation and could on the contrary have a stimulation effect on creativity. Our hypothesis is that there are two types of examples that C-K theory helps to characterize: (1) restrictive examples that do not change the definition or the attributes of the object, and (2) expansive examples that modify its identity by adding unexpected attributes. In two studies, we explored the impact of restrictive and expansive examples on a creative task. We then hypothesized that the introduction of an example during the task would provoke participants to propose solutions of a higher originality when the provided example was expansive. In contrast, when the provided example was restrictive, we hypothesized that the originality of the solutions would be reduced. Results confirmed that solutions proposed by the group exposed to restrictive example are less original than those given by groups exposed to expansive examples.

International audience; Visual perception depends on the integration of local elements of a visual scene into a global frame. Evidence from behavioral studies shows that (1) the detection of the global frame is faster than the detection of the local parts, a phenomenon called the global advantage, and that (2) an interference of the global shape is also present during local processing. Together, these effects are called the global precedence effect (GPE). Even if the global advantage appears to impact neural processing as early as the first 100 ms post-stimulus, previous studies failed to find a global interference effect before 200 ms post-stimulus. Using for the first time a rapid display of letter component stimuli during a global/local selective task in which conditions with perceptual conflict, congruent and incongruent conditions were considered, the present event-related potential (ERP) study shows a global interference effect occurring as early as the time range of the N1 component. In particular, only congruent stimuli elicited similar N1 amplitude during the global and local tasks, whereas an increased of the N1 amplitude during the global task was observed (as compared to the local task) for both stimuli with perceptual conflict and incongruent stimuli. This finding corroborates the recent neural models of human visual perception.

International audience; In healthy populations, visual abilities are characterized by a faster and more efficient processing of global features in a stimulus compared to local ones. This phenomenon is known as the global precedence effect (GPE), which is demonstrated by (1) a global advantage, resulting in faster response times for global features than local features and (2) interference from global distractors during the identification of local targets, but not vice versa. This GPE is essential for adapting visual processing in everyday life (e.g., extracting useful information from complex scenes). We investigated how the GPE is affected in patients with Korsakoff's syndrome (KS) compared to patients with severe alcohol use disorder (sAUD). Three groups (including healthy controls, patients with KS and patients with sAUD) completed a global/local visual task in which predefined targets appeared at the global or local level during either congruent or incongruent (i.e., interference) situations. The results showed that healthy controls (N = 41) presented a classical GPE, while patients with sAUD (N = 16) presented neither a global advantage nor global interference effects. Patients with KS (N = 7) presented no global advantage and an inversion of the interference effect, characterized by strong interference from local information during global processing. The absence of the GPE in sAUD and the interference from local information in KS have implications in daily-life situations, providing preliminary data for a better understanding of how these patients perceive their visual world.

International audience; In 2017, the Food and Drug Administration published a safety recommendation to limit the exposure to general anesthesia as much as possible below the age of three. Indeed, several preclinical and clinical studies have questioned the possible toxicity of general anesthesia on the developing brain. Since then, recent clinical studies tried to mitigate this alarming issue. What is true, what is false? Contrary to some perceptions, the debate is not over yet. Only stronger translational research will allow scientists to provide concrete answers to this public health issue. In this review, we will provide and discuss the more recent data in this field, including the point of view of preclinical researchers, neuropsychologists and pediatric anesthesiologists. Through translational research, preclinical researchers have more than ever a role to play to better understand and identify long-term effects of general anesthesia for pediatric surgery on brain development in order to minimize it.

International audience; Although young children can accurately determine that two rows contain the same number of coins when they are placed in a one-to-one correspondence, children younger than 7 years of age erroneously think that the longer row contains more coins when the coins in one of the rows are spread apart. To demonstrate that prefrontal inhibitory control is necessary to succeed at this task (Piaget's conservation-of-number task), we studied the relationship between the percentage of BOLD signal changes in the brain areas activated in this developmental task and behavioral performance on a Stroop task and a Backward Digit Span task. The level of activation in the right insula/inferior frontal gyrus was selectively related to inhibitory control efficiency (i.e., the Stroop task), whereas the activation in the left intraparietal sulcus (IPS) was selectively related to the ability to manipulate numerical information in working memory (i.e., the Backward Digit Span task). Taken together, the results indicate that to acquire number conservation, children's brains must not only activate the reversibility of cognitive operations (supported by the IPS) but also inhibit a misleading length-equal-number strategy (supported by the right insula/inferior frontal gyrus).

International audience; Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is syntactic bootstrapping. A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the semantic seed hypothesis, children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words. We propose that these learning mechanisms relate to a larger cognitive model: the predictive processing framework. According to this model, we perceive and make sense of the world by constantly predicting what will happen next in a probabilistic fashion. We outline evidence that prediction operates within language acquisition, and show how this framework helps us understand the way lexical knowledge refines syntactic predictions, and how syntactic knowledge refines predictions about novel words' meanings. The predictive processing framework entails that learners can adapt to recent information and update their linguistic model. Here we review some of the recent experimental work showing that the type of prediction preschool children make from a syntactic context can change when they are presented with contrary evidence from recent input. We end by discussing some challenges of applying the predictive processing framework to syntactic bootstrapping and propose new avenues to investigate in future work.

International audience; Developmental dyscalculia (DD) is a chronic condition that poses not only a barrier to employment and socio-emotional wellbeing but that also persists into adulthood. Thus, understanding the neuro-cognitive foundations of DD is relevant for both children and adults with DD. However, so far the vast majority of scientific research endeavours has been dedicated to the study of DD in children only. Consequently, our current understanding of DD in adulthood is rather patchy. The main aim of the present review is to summarize the scientific findings on DD in adults by focusing on its cognitive manifestations and neural substrates in adults. For instance, research on DD in adulthood suggests thatbeyond an outstanding deficiency in number processing-the processing of non-numerical magnitudes and domain-general skills seem to be also impaired in adults suffering from persistent DD. A secondary aim of this review is to delineate future lines of research that will provide us with a more elaborate understanding of the neurocognitive underpinnings of DD in adults (thus fostering the development of sensitive diagnostic marker tasks), and to formulate potential intervention areas targeting deficiencies frequently characterizing DD in adults.; Entwicklungsbedingte Rechenstörungen (‘developmental dyscalculia’ / DD) bleiben unbehandelt bis ins Erwachsenenalter bestehen und haben einen negativen Einfluss auf die Berufsmöglichkeiten (und somit auf das Einkommen) sowie die sozio-emotionale Gesundheit der Betroffenen. Daher ist ein besseres Verständnis der neurokognitiven Grundlagen von DD bei Erwachsenen äußerst relevant. Das Hauptziel der vorliegenden Überblicksarbeit ist die Darstellung der bisherigen wissenschaftlichen Befunde zu DD im Erwachsenenalter, wobei der Fokus auf den kognitiven und bildgebenden Studien liegt. Nach aktuellem Forschungsstand scheinen die kognitiven Defizite von Erwachsenen mit der Diagnose DD nicht auf Schwierigkeiten bezüglich der Zahlenverarbeitung im engeren Sinn beschränkt zu sein, sondern betreffen auch die Verarbeitung von nicht-numerischen Größen und domänen-übergreifende Fertigkeiten. Weitere Ziele der vorliegenden Arbeit sind die Skizzierung zukünftiger Forschungsfragen, die helfen sollen, (i) ein detaillierteres Verständnis der neurokognitiven Grundlagen von DD im Erwachsenenalter zu gewinnen (als Voraussetzung zur Entwicklung von sensitiven diagnostischen Instrumenten), und (ii) potentielle Interventionen zu definieren, die an den mit DD im Erwachsenenalter assoziierten kognitiven Defiziten ansetzen.

International audience; In a previous article published in Perspectives, I questioned whether the debate between dual- and single-process models of thinking is empirically tractable and argued that psychological scientists should leave it behind. Dewey (this issue) suggests that by reframing the debate in cognitive-modeling terms, it might become tractable and consequential. More specifically, he proposes that focusing on the question of whether analytic engagement (i.e., the process by which additional resources are allocated to a reasoning problem) is discrete or continuous might allow us to settle the debate. Here I illustrate how this suggestion is likely to face the same tractability problems as the original defining-features approach that it is supposed to replace.

International audience; Numbers are mapped onto space from birth on, as evidenced by a variety of interactions between the processing of numerical and spatial information. In particular, larger numbers are associated to larger spatial extents (number/spatial extent mapping) and to rightward spatial locations (number/location mapping), and smaller numbers are associated to smaller spatial extents and leftward spatial locations. These two main types of number/space mappings (number/spatial extent and number/location mappings) are usually assumed to reflect the fact that numbers are represented on an internal continuum: the mental number line. However, to date there is very little evidence that these two mappings actually reflect a single representational object. Across two experiments in adults, we investigated the interaction between number/location and number/spatial extent congruency effects, both when numbers were presented in a non-symbolic and in a symbolic format. We observed a significant interaction between the two mappings, but only in the context of an implicit numerical task. The results were unaffected by the format of presentation of numbers. We conclude that the number/location and the number/spatial extent mappings can stem from the activation of a single representational object, but only in specific experimental contexts.

Learning social behaviour of others strongly influences one’s own social attitudes. We compare several distinct explanations of this phenomenon, testing their predictions using computational modelling across four experimental conditions. In the experiment, participants chose repeatedly whether to pay for increasing (prosocial) or decreasing (antisocial) the earnings of an unknown other. Halfway through the task, participants predicted the choices of an extremely prosocial or antisocial agent (either a computer, a single participant, or a group of participants). Our analyses indicate that participants polarise their social attitude mainly due to normative expectations. Specifically, most participants conform to presumed demands by the authority (vertical influence), or because they learn that the observed human agents follow the norm very closely (horizontal influence)., Author summary What drives people to extreme acts of generosity? What causes behaviour that is unduly spiteful? This study explored how our social decisions polarise. Participants chose whether to spend money to increase or decrease the earnings of an unknown person. Halfway through this task, they observed another agent playing. The agent took participants’ choices to the extremes: if for instance the participant was moderately generous, it spent considerable sums to help the other. Participants conformed regardless of whether the agent was a computer algorithm, a person, or a group of people. We tested several competing explanations of why this happened with the help of cognitive modelling. Our analyses identify two factors behind polarisation: willingness to comply with the experimenter expectations (social desirability), and concern about appropriate behaviour (norm conformity). Our approach provided insight into how social choices are influenced by others, and could be applied in the study of conformity in other types of decisions.

Highlights • The horizontal segment of intraparietal sulcus (HIPS) is one of the key functional regions for processing numbers. • Sulcal morphology is a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning. • The HIPS sulcal pattern explains part of the variance in participant’s symbolic number comparison and math fluency abilities. • Participant’s non-symbolic number comparison abilities was not explained by HIPS sulcal pattern. • This association between HIPS sulcal pattern and symbolic number abilities was stable from childhood to young adulthood., Understanding the constraints, including biological ones, that may influence mathematical development is of great importance because math ability is a key predictor of career success, income and even psychological well-being. While research in developmental cognitive neuroscience of mathematics has extensively studied the key functional regions for processing numbers, particularly the horizontal segment of intraparietal sulcus (HIPS), few studies have investigated the effects of early cerebral constraints on later mathematical abilities. In this pre-registered study, we investigated whether variability of the sulcal pattern of the HIPS, a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning, accounts for individual difference in symbolic and non-symbolic number abilities. Seventy-seven typically developing school-aged children and 21 young adults participated in our study. We found that the HIPS sulcal pattern, (a) explains part of the variance in participant’s symbolic number comparison and math fluency abilities, and (b) that this association between HIPS sulcal pattern and symbolic number abilities was found to be stable from childhood to young adulthood. However, (c) we did not find an association between participant’s non-symbolic number abilities and HIPS sulcal morphology. Our findings suggest that early cerebral constraints may influence individual difference in math abilities, in addition to the well-established neuroplastic factors.

International audience; The aim of the present study is to examine whether in Hot, i.e., affectively charged contexts, or cool, i.e., affectively neutral contexts, inhibitory control capacity increases or decreases under social evaluation in adolescents and adults. In two experiments, adolescents and young adults completed two Stroop -like tasks under either a social evaluation condition or an alone condition. The social evaluation condition comprised the presence of a peer (Experiment 1) or an expert (Experiment 2) playing the role of an evaluator, while under the alone condition, the task was performed alone. In the Cool Stroop task, participants had to refrain from reading color names to identify the ink color in which the words were printed. In the Hot Stroop task, participants had to determine the emotional expression conveyed by faces from the NimStim database while ignoring the emotion word displayed beneath. The results were similar in both experiments. In adolescents, social evaluation by a peer (Experiment 1) or by an expert (Experience 2) facilitated Hot but not cool inhibitory control. In adults, social evaluation had no effect on Hot or cool inhibitory control. The present findings expand our understanding of the favorable influence of socioemotional context on Hot inhibitory control during adolescence in healthy individuals.

International audience; Growing evidence supports that prenatal processes play an important role for cognitive ability in normal and clinical conditions. In this context, several neuroimaging studies searched for features in postnatal life that could serve as a proxy for earlier developmental events. A very interesting candidate is the sulcal, or sulco-gyral, patterns, macroscopic features of the cortex anatomy related to the fold topology—e.g., continuous vs. interrupted/broken fold, present vs. absent fold-or their spatial organization. Indeed, as opposed to quantitative features of the cortical sheet (e.g., thickness, surface area or curvature) taking decades to reach the levels measured in adult, the qualitative sulcal patterns are mainly determined before birth and stable across the lifespan. The sulcal patterns therefore offer a window on the fetal constraints on specific brain areas on cognitive abilities and clinical symptoms that manifest later in life. After a global review of the cerebral cortex sulcation, its mechanisms, its ontogenesis along with methodological issues on how to measure the sulcal patterns, we present a selection of studies illustrating that analysis of the sulcal patterns can provide information on prenatal dispositions to cognition (with a focus on cognitive control and academic abilities) and cognitive symptoms (with a focus on schizophrenia and bipolar disorders). Finally, perspectives of sulcal studies are discussed.

Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer-keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German-speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall spelling accuracy, writing time, and self-corrections comparably in children with and without DD. On a rule-specific level, outcomes for writing time and self-corrections substantiated these findings. However, as regards spelling accuracy, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme-phoneme assignment, morphologic principles). These mode-specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.

International audience; Prospective memory (PM) refers to our ability to realize delayed intentions. In event-based PM paradigms, participants must act on an intention when they detect the occurrence of a pre-established cue. Some theorists propose that in such paradigms PM responding can only occur when participants deliberately initiate processes for monitoring their environment for appropriate cues. Others propose that perceptual processing of PM cues can directly trigger PM responding in the absence of strategic monitoring, at least under some circumstances. In order to address this debate, we present a computational model implementing the latter account, using a parallel distributed processing (interactive activation) framework. In this model PM responses can be triggered directly as a result of spreading activation from units representing perceptual inputs. PM responding can also be promoted by top-down monitoring for PM targets. The model fits a wide variety of empirical findings from PM paradigms, including the effect of maintaining PM intentions on ongoing response time and the intention superiority effect. The model also makes novel predictions concerning the effect of stimulus degradation on PM performance, the shape of response time distributions on ongoing and prospective memory trials, and the effects of instructing participants to make PM responses instead of ongoing responses or alongside them. These predictions were confirmed in two empirical experiments. We therefore suggest that PM should be considered to result from the interplay between bottom-up triggering of PM responses by perceptual input, and top-down monitoring for appropriate cues. We also show how the model can be extended to simulate encoding new intentions and subsequently deactivating them, and consider links between the model's performance and results from neuroimaging. Citation: Gilbert SJ, Hadjipavlou N, Raoelison M (2013) Automaticity and Control in Prospective Memory: A Computational Model. PLoS ONE 8(3): e59852.

International audience; Mathematical knowledge is constructed hierarchically during development from a basic understanding of addition and subtraction, two foundational and inter-related, but semantically distinct, numerical operations. Early in development, children show remarkable variability in their numerical problem-solving skills and difficulties in solving even simple addition and subtraction problems are a hallmark of math learning difficulties. Here, we use novel quantitative analyses to investigate whether less distinct representations are associated with poor problem-solving abilities in children during the early stages of math-skill acquisition. Crucially, we leverage dimensional and categorical analyses to identify linear and nonlinear neurobehavioral profiles of individual differences in math skills. Behaviorally, performance on the two different numerical operations was less differentiated in children with low math abilities, and lower problem-solving efficiency stemmed from weak evidence-accumulation during problem-solving. Children with low numerical abilities also showed less differentiated neural representations between addition and subtraction operations in multiple cortical areas, including the fusiform gyrus, intraparietal sulcus, anterior temporal cortex and insula. Furthermore, analysis of multi-regional neural representation patterns revealed significantly higher network similarity and aberrant integration of representations within a fusiform gyrus-intraparietal sulcus pathway important for manipulation of numerical quantity. These findings identify the lack of distinct neural representations as a novel neurobiological feature of individual differences in children's numerical problem-solving abilities, and an early developmental biomarker of low math skills. More generally, our approach combining dimensional and categorical analyses overcomes pitfalls associated with the use of arbitrary cutoffs for probing neurobehavioral profiles of individual differences in math abilities.

Although it is well established that our thinking can often be biased, the precise cognitive mechanisms underlying these biases are still debated. The present study builds on recent research showing that biased reasoners often seem aware that their reasoning is incorrect; they show signs of conflict detection. One important shortcoming in this research is that the conflict detection effect has only been studied with classic problem-solving tasks, requiring people to make a decision themselves. However, in many reasoning situations people are confronted with decisions already made by others. Therefore, the present study (N = 159) investigated whether conflict detection occurs not only during reasoning on problem-solving tasks (i.e., decision-making), but also on vignette tasks, requiring participants to evaluate decisions made by others. We analyzed participants' conflict detection sensitivity on confidence and response time measures. Results showed that conflict detection occurred during both decision-making and decision-evaluation, as indicated by a decreased confidence. The response time index appeared to be a less reliable measure of conflict detection on the novel tasks. These findings are very relevant for studying reasoning in contexts in which recognizing reasoning errors is important; for instance, in education where teachers have to give feedback on students' reasoning.

Human interactions often involve a choice between acting selfishly (in ones' own interest) and acting prosocially (in the interest of others). Fast and slow models of prosociality posit that people intuitively favor 1 of these choices (the selfish choice in some models, the prosocial choice in other models) and need to correct this intuition through deliberation to make the other choice. We present 7 studies that force us to reconsider this longstanding corrective dual-process view. Participants played various economic games in which they had to choose between a prosocial and a selfish option. We used a 2-response paradigm in which participants had to give their first, initial response under time pressure and cognitive load. Next, participants could take all the time they wanted to reflect on the problem and give a final response. This allowed us to identify the intuitively generated response that preceded the final response given after deliberation. Results consistently showed that both prosocial and selfish responses were predominantly made intuitively rather than after deliberate correction. Pace the deliberate correction view, the findings indicate that making prosocial and selfish choices does typically not rely on different types of reasoning modes (intuition vs. deliberation) but rather on different types of intuitions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Increasing evidence supports the presence of deficits in the visual magnocellular (M) system in developmental dyslexia (DD). The M system is related to the fronto-parietal attentional network. Previous neuroimaging studies have revealed reduced/absent activation within the visual M pathway in DD, but they have failed to characterize the extensive brain network activated by M stimuli. We performed a multivariate pattern analysis on a Region of Interest (ROI) level to differentiate between children with DD and age-matched typical readers (TRs) by combining full-field sinusoidal gratings, controlled for spatial and temporal frequencies and luminance contrast, and a coherent motion (CM) sensitivity task at 6%-CML6, 15%-CML15 and 40%-CML40. ROIs spanning the entire visual dorsal stream and ventral attention network (VAN) had higher discriminative weights and showed higher act1ivation in TRs than in children with DD. Of the two tasks, CM had the greatest weight when classifying TRs and children with DD in most of the ROIs spanning these streams. For the CML6, activation within the right superior parietal cortex positively correlated with reading skills. Our approach highlighted the dorsal stream and the VAN as highly discriminative areas between children with DD and TRs and allowed for a better characterization of the “dorsal stream vulnerability” underlying DD.

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There is a close relation between spatial and numerical representations which can lead to interference as in Piaget’s number conservation task or in the numerical Stroop task. Using a negative priming (NP) paradigm, we investigated whether the interference between spatial and numerical processing extends to more complex arithmetic processing by asking 12 year olds and adults to compare the magnitude of decimal numbers (i.e., the prime) and, subsequently, the length of two lines or the luminance of two circles (i.e., the probe). We found NP effects when participants compare length but not luminance. Our finding suggests that decimal comparison is impacted by a visuospatial bias due to the interference between the magnitude of the numbers to be compared and their physical length. We discuss the educational implications of these findings.

The notorious bat-and-ball problem has long been used to demonstrate that people are easily biased by their intuitions. In this paper we test the robustness of biased responding by examining how it is affected by repeated problem presentation. Participants solved 50 standard and control versions of the bat-and-ball problem. To examine the nature of a potential learning effect we adopted a two-response paradigm in which participants have to give a first hunch and can afterwards take the time to deliberate and change their answer. Results showed that both people’s first hunches and the responses they gave after deliberation predominantly remained biased from start to finish. But in the rare cases in which participants did learn to correct themselves, they immediately managed to apply the solution strategy and gave a correct hunch on the subsequent problems. We discuss critical methodological and theoretical implications.

International audience; Females might possess protective mechanisms regarding autism spectrum disorder (ASD) and require a higher detrimental load, including structural brain alterations, before developing clinically relevant levels of autistic traits. This study examines sex differences in structural brain morphology in autism and autistic traits using a within-twin pair approach. Twin design inherently controls for shared confounders and enables the study of gene-independent neuroanatomical variation. N = 148 twins (62 females) from 49 monozygotic and 25 dizygotic same-sex pairs were included. Participants were distributed along the whole continuum of autism including twin pairs discordant and concordant for clinical ASD. Regional brain volume, surface area, and cortical thickness were computed. Within-twin pair increases in autistic traits were related to decreases in cortical volume and surface area of temporal and frontal regions specifically in female twin pairs, in particular regions involved in social communication, while only two regions were associated with autistic traits in males. The same pattern was detected in the monozygotic twin pairs only. Thus, non-shared environmental factors seem to impact female more than male cerebral architecture associated with autistic traits. Our results are in line with the hypothesis of a female protective effect in autism and highlights the need to study ASD in females separately from males.

International audience

Efficient memory-based problem-solving strategies are a cardinal feature of expertise across a wide range of cognitive domains in childhood. However, little is known about the neurocognitive mechanisms that underlie the acquisition of efficient memory-based problem-solving strategies. Here we develop, to the best of our knowledge, a novel neurocognitive process model of latent memory processes to investigate how cognitive training designed to improve children’s problem-solving skills alters brain network organization and leads to increased use and efficiency of memory retrieval-based strategies. We found that training increased both the use and efficiency of memory retrieval. Functional brain network analysis revealed training-induced changes in modular network organization, characterized by increase in network modules and reorganization of hippocampal-cortical circuits. Critically, training-related changes in modular network organization predicted performance gains, with emergent hippocampal, rather than parietal cortex, circuitry driving gains in efficiency of memory retrieval. Our findings elucidate a neurocognitive process model of brain network mechanisms that drive learning and gains in children’s efficient problem-solving strategies., Supekar, Chang, and Mistry et al. investigate behavioral and network-level changes in children after multi-week cognitive training for math problem-solving skills. After training, children show changes in modular network organization of hippocampal-cortical circuits that are correlated with gains in problem-solving accuracy and efficiency of memory retrieval. Taken together, these results suggest potential neurocognitive mechanisms underlying improved problem-solving abilities in children.

International audience; Two word‐learning experiments were conducted to investigate the understanding of negative sentences in 18‐ and 24‐month‐old children. In Experiment 1, after learning that bamoule means “penguin” and pirdaling means “cartwheeling,” 18‐month‐olds (n = 48) increased their looking times when listening to negative sentences rendered false by their visual context (“Look! It is not a bamoule!” while watching a video showing a penguin cartwheeling); however, they did not change their looking behavior when negative sentences were rendered true by their context (“Look! It is not pirdaling!” while watching a penguin spinning). In Experiment 2, 24‐month‐olds (n = 48) were first exposed to a teaching phase in which they saw a new cartoon character on a television (e.g., a blue monster). Participants in the affirmative condition listened to sentences like “It's a bamoule!” and participants in the negative condition listened to sentences like “It's not a bamoule!.” At test, all participants were asked to find the bamoule while viewing two images: the familiar character from the teaching phase versus a novel character (e.g., a red monster). Results showed that participants in the affirmative condition looked more to the familiar character (i.e., they learned the familiar character was a bamoule) than participants in the negative condition. Together, these studies provide the first evidence for the understanding of negative sentences during the second year of life. The ability to understand negative sentences so early might support language acquisition, providing infants with a tool to constrain the space of possibilities for word meanings.

International audience; Influential studies on human thinking with the popular two-response paradigm typically ask participants to continuously alternate between intuitive ("fast") and deliberate ("slow") responding. One concern is that repeated deliberation in these studies will artificially boost the intuitive, "fast" reasoning performance. A recent alternative two-block paradigm therefore advised to present all fast trials in one block before the slow trials were presented. Here we tested directly whether allowing people to repeatedly deliberate will boost their intuitive reasoning performance by manipulating the order of the fast and slow blocks. In each block participants solved variants of the bat-and-ball problem. Maximum response time in fast blocks was 4s and 25s in the slow blocks. One group solved the fast trials before the slow trials, a second group solved the slow trials first, and a third mixed group alternated between slow and fast trials. Results showed that the order factor did not affect accuracy on the fast trials. This indicates that repeated deliberation does not boost people's intuitive reasoning performance.

The BDNF gene is a prominent promoter of neuronal development, maturation and plasticity. Its Val66Met polymorphism affects brain morphology and function within several areas and is associated with several cognitive functions and neurodevelopmental disorder susceptibility. Recently, it has been associated with reading, reading-related traits and altered neural activation in reading–related brain regions. However, it remains unknown if the intermediate phenotypes (IPs, such as brain activation and phonological skills) mediate the pathway from gene to reading or reading disability. By conducting a serial multiple mediation model in a sample of 94 children (age 5-13), our findings revealed no direct effects of genotype on reading. Instead, we found that genotype is associated with brain activation in reading-related and more domain general regions which in turn is associated with phonological processing which is associated with reading. These findings suggest that the BDNF- Val66Met polymorphism is related to reading via phonological processing and functional activation. These results support brain imaging data and neurocognitive traits as viable IPs for complex behaviors.

Highlights • Chlorpromazine, an FDA-approved drug, inhibits clathrin-mediated endocytosis • CPZ acts as an antiviral against SARS-CoV-1 and MERS-CoV • We evidenced antiviral activity of CPZ against SARS-CoV-2 in monkey and human cells • Because of CPZ high distribution in lungs, CPZ IC50 may translate in clinical routine • CPZ brain distribution could be of high interest for neurological forms of COVID-19, Introduction Urgent action is needed to fight the ongoing COVID-19 pandemic by reducing the number of infected people along with the infection contagiousness and severity. Chlorpromazine (CPZ), the prototype of typical antipsychotics from the phenothiazine group, is known to inhibit clathrin-mediated endocytosis and acts as an antiviral, in particular against SARS-CoV-1 and MERS-CoV. The aim of this in vitro study was to test CPZ against a SARS-CoV-2 isolate in monkey and human cells. Material and methods Monkey VeroE6 cells and human alveolar basal epithelial A549-ACE2 cells were infected with SARS-CoV-2 in presence of different concentrations of CPZ. Supernatants were harvested at day 2 and analysed by RT-qPCR for the presence of SARS-CoV-2 RNA. Cell viability was assessed on non-infected cells. Results We evidenced an antiviral activity of CPZ against SARS-CoV-2 in monkey VeroE6 cells with an IC50 of 8.2 µM, a CC50 of 13.5µM and a SI of 1.65. In human A549-ACE2 cells, CPZ was also associated with an anti-SARS-CoV-2 activity, with an IC50 of 11.3 µM, a CC50 of 23.1 µM and a SI of 2.04. Discussion Even though the measured SI are low, such IC50 measured in vitro may translate to CPZ dosage used in clinical routine because of CPZ high biodistribution in lungs and in saliva. Also, CPZ brain distribution could be of high interest for treating or preventing the neurological and psychiatric forms of COVID-19. Conclusions These preclinical findings support clinical investigation of the repurposing of CPZ, a largely used drug with mild side effects, in COVID-19 treatment.

International audience; One of the key components of the susceptibility to cognitive biases is the ability to monitor for conflict that may arise between intuitively cued "heuristic" answers and logical principles. While there is evidence that people differ in their ability to detect such conflicts, it is not clear which individual factors are driving these differences. In the present large-scale study (N = 399) we explored the role of cognitive ability, thinking dispositions, numeracy, cognitive reflection, and mindware instantiation (i.e. knowledge of logical principles) as potential predictors of individual differences in conflict detection ability and overall accuracy on a battery of reasoning problems. Results showed that mindware instantiation was the single best predictor of both conflict detection efficiency and reasoning accuracy. Cognitive reflection, thinking dispositions, numeracy, and cognitive ability played a significant but smaller role. The full regression model accounted for 40% of the variance in overall reasoning accuracy, but only 7% of the variance in conflict detection efficiency. We discuss the implications of these findings for popular process models of bias susceptibility.

International audience; This work aims to investigate French children's ability to use phrasal boundaries for disambiguation of a type of ambiguity not yet studied, namely stripping sentences versus simple transitive sentences. We used stripping sentences such as “[Le tigre tape]! [Le canard aussi]!” (“[The tiger is hitting]! [The duck too]!”, in which both the tiger and the duck are hitting), which, without the prosodic information, would be ambiguous with a transitive sentence such as “[Le tigre] [tape le canard aussi]!” (“[The tiger] [is hitting the duck too]!”, in which the tiger is hitting the duck). We presented 3-to-4-year-olds and 28-month-olds with one of the two types of sentence above, while they watched two videos side-by-side on a screen: one depicting the transitive interpretation of the sentences, and another depicting the stripping interpretation. The stripping interpretation video showed the two characters as agents of the named action (e.g. a duck and a tiger hitting a bunny), and the transitive interpretation video showed only the first character as an agent, and the second character as a patient of the action (e.g. the tiger hitting the duck and the bunny). The results showed that 3-to-4-year-olds use prosodic information to correctly distinguish stripping sentences from transitive sentences, as they looked significantly more at the appropriate video, while 28-month-olds show only a trend in the same direction. While recent studies demonstrated that from 18 months of age, infants are able to use phrasal prosody to guide the syntactic analysis of ambiguous sentences, our results show that only 3-to-4-year-olds were able to reliably use phrasal prosody to constrain the parsing of stripping sentences. We discuss several factors that can explain this delay, such as differences in the frequency of these structures in child-directed speech, as well as in the complexity of the sentences and of the experimental task. Our findings add to the growing body of evidence on the role of prosody in constraining parsing in young children.

Although substantial heritability has been reported and candidate genes have been identified, we are far from understanding the etiopathogenetic pathways underlying developmental dyslexia (DD). Reading-related endophenotypes (EPs) have been established. Until now it was unknown whether they mediated the pathway from gene to reading (dis)ability. Thus, in a sample of 223 siblings from nuclear families with DD and 79 unrelated typical readers, we tested four EPs (i.e., rapid auditory processing, rapid automatized naming, multisensory nonspatial attention and visual motion processing) and 20 markers spanning five DD-candidate genes (i.e., DYX1C1, DCDC2, KIAA0319, ROBO1 and GRIN2B) using a multiple-predictor/multiple-mediator framework. Our results show that rapid auditory and visual motion processing are mediators in the pathway from ROBO1-rs9853895 to reading. Specifically, the T/T genotype group predicts impairments in rapid auditory and visual motion processing which, in turn, predict poorer reading skills. Our results suggest that ROBO1 is related to reading via multisensory temporal processing. These findings support the use of EPs as an effective approach to disentangling the complex pathways between candidate genes and behavior.

Research in the humanities and social sciences (HSS), which is regularly asked the question of its "usefulness", has been massively mobilized in the first part of the year 2020, both by the media and institutions. It has shown itself to be highly responsive, adapting its schedules and objectives, and modifying its intervention formats (webinars, distance learning courses). It was much present, despite the inequalities generated by the lockdown, particularly in terms of gender. The aim of this work is to offer the reader an analysis mobilizing the work of the SHS as a whole. Without claiming to be exhaustive, it weaves the threads, through the questions it addresses, from one discipline to another, composing a whole in which the social sciences and humanities resonate with one another, deploy their complementarity, and create a common analysis. Its objective is to emphasize the existence of a scientific capital of the HSS as such, to address the various questions raised by the Covid-19 pandemic. Current HSS research on the pandemic, its political management, and its stakes, is not developed ex nihilo. While taking the measure of the specificity of the present times, it is based on a set of theoretical frameworks, methods and analyses elaborated in other contexts, remobilized, updated and enriched in the light of the issues associated with the Covid 19 pandemic. Moreover, this work aims at taking into account from the outset the global dimension of the pandemic, and not just the French situation. Thus, several national and even continental contexts are explored on one point or another and the global dimension of the pandemic is taken into account as such. Finally, this document also looks at the very way in which the humanities and social sciences were mobilized in France in the context of the Covid 19 pandemic, at the collaborative forms and multidisciplinary practices particularly adopted in the face of this pandemic. It is structured in five parts: the first deals with the way in which the HSS make the crisis a question and an object of knowledge (A - From the framing of the crisis in the public space to the crisis as an object of knowledge - the example of France). The second addresses a salient point of the analyses developed over the last few months, which consider the pandemic as a revealer, or even an amplifier of pre-existing issues (B). Then, the third part looks at the societies and governments confronted with the pandemic (C), in other words, the forms of crisis management by the political power, the mobilization of science and the exercise of power, as well as the measures taken and the attitudes of the populations with regard to these measures. The fourth part presents the way in which the time of the pandemic has been characterized by questions about the future, questions which in turn give rise to orientations for HSS research (D. Reinventing ourselves in times of pandemic). Finally, the fifth and last part invites the reader to discover how the HHS involved itself in times of pandemic, how they collaborated together and undertook to document the health crisis in the heat of the moment, while accepting to consider new questions, and adopt new methods under the effect of this crisis (E. When the crisis invites collaboration and reflection on the "transfer" of knowledge)., La recherche en sciences humaines et sociales (SHS), à qui l’on pose régulièrement la question de son « utilité », a été massivement mobilisée dans la première partie de l’année 2020, tant par les médias et les institutions. Elle s’est montrée d’une grande réactivité, en adaptant ses calendriers et ses objectifs, en modifiant ses formats d’interventions (wébinaires, cours en distanciel). Chercheuses et chercheurs, enseignant(e)s-chercheurs ont été présents, et ce malgré des inégalités générées par le confinement dans le travail de recherche, notamment en termes de genre. Le présent travail a pour ambition de proposer à son lecteur une analyse mobilisant les travaux des SHS dans leur ensemble. Sans prétendre à l’exhaustivité, il tisse les fils, à travers les questions qu’il aborde, d’une discipline à une autre, composant un ensemble dans lequel les SHS entrent en résonance les unes avec les autres, déploient leur complémentarité, et créent une analyse commune, qu’elles relèvent plutôt des sciences sociales ou des humanités. Il a pour objectif de rendre manifeste un capital scientifique des SHS en tant que telles, pour aborder les différents questionnements que suscite la pandémie de Covid-19. La recherche actuelle en SHS sur la pandémie, sa gestion politique, et ses enjeux, ne s’élabore pas ex nihilo. Tout en prenant la mesure de la spécificité des temps présents, elle s’appuie sur un ensemble de cadres théoriques, de méthodes, d’analyses élaborés dans d’autres contextes, remobilisés, réactualisés, enrichis à la lumière des problématiques associées à la pandémie de Covid 19. Par ailleurs, le parti-pris de ce travail a été de tenir compte d’emblée de la dimension mondiale de la pandémie, et de ne pas s’en tenir à la situation française. Ainsi, plusieurs contextes nationaux, voire continentaux sont explorés sur tel ou tel point et la dimension mondiale de la pandémie y est prise en compte en tant que telle. Enfin, ce document s’intéresse aussi à la manière même dont les sciences humaines et sociales se sont mobilisées, en France, dans le contexte de la pandémie de Covid 19, aux formes collaboratives, aux pratiques pluridisciplinaires particulièrement adoptées face à cette pandémie. Il se structure en cinq parties : la première porte sur la manière dont les SHS font de la crise une question et un objet de connaissance (A – Du cadrage de la crise dans l’espace public à la crise comme objet de connaissance - l’exemple de la France). La seconde aborde un point saillant des analyses élaborées au cours des derniers mois, qui envisagent la pandémie comme un révélateur, voire un amplificateur d’enjeux pré-existants (B). Puis, la troisième partie s’intéresse aux sociétés et aux gouvernements confrontés à la pandémie (C), autrement dit aux formes de la gestion de la crise par le pouvoir politique, à la mobilisation des sciences et à l’exercice du pouvoir, ainsi qu’aux mesures prises et aux attitudes des populations au regard de ces mesures. La quatrième partie présente la façon dont le temps de la pandémie a été traversé de questionnements pour le futur, questionnements qui à leur tour impriment des orientations pour la recherche en SHS (D. Se réinventer en temps de pandémie). Enfin, la cinquième et dernière partie invite le lecteur à découvrir comment les SHS se sont mobilisées en temps de pandémie, comment elles ont collaboré et entrepris de documenter à chaud la crise sanitaire tout en acceptant de voir se renouveler questions, objets, méthodes sous l’effet de cette crise (E. Quand la crise invite aux collaborations et à une réflexion sur le « transfert » des connaissances).

Numbers can be presented in different notations and sensory modalities. It is currently debated to what extent these formats overlap onto a single representation. We asked whether such an overlap exists between symbolic numbers represented in two sensory modalities: Arabic digits and Braille numbers. A unique group of sighted Braille readers underwent extensive Braille reading training and was tested in an fMRI repetition-suppression paradigm with tactile Braille digit primes and visual Arabic digit targets. Our results reveal cross-modal priming: compared to repetition of two different quantities (e.g., Braille “5” and Arabic “2”), repetition of the same quantity presented in two modalities (e.g., Braille “5” and Arabic “5”) led to a reduction of activation in several sub-regions of the Intraparietal Sulcus (IPS), a key cortical region for magnitude processing. Thus, in sighted Braille readers, the representations of numbers read by sight and by touch overlap to a degree sufficient to cause repetition suppression. This effect was modulated by the numerical prime-probe distance. Altogether this indicates that the left parietal cortex hosts neural assemblies that are sensitive to numerical information from different notations (number words or Arabic digits) and modalities (tactile and visual).

Background: Fractions are known to be difficult for children and adults. Behavioral studies suggest that magnitude processing of fractions can be improved via number line estimation (NLE) trainings, but little is known about the neural correlates of fraction learning. Method: To examine the neuro-cognitive foundations of fraction learning, behavioral performance and neural correlates were measured before and after a five-day NLE training. Results: In all evaluation tasks behavioral performance increased after training. We observed a fronto-parietal network associated with number magnitude processing to be recruited in all tasks as indicated by a numerical distance effect. For symbolic fractions, the distance effect on intraparietal activation was only observed after training. Conclusion: The absence of a distance effect of symbolic fractions before the training could indicate an initially less automatic access to their overall magnitude. NLE training facilitates processing of overall fraction magnitude as indicated by the distance effect in neural activation. acceptedVersion

In healthy individuals, the visuospatial attentional network consists of frontoparietal bundles; however, the anatomical organization of this network in persons with schizophrenia remains largely unknown. Using diffusion tensor imaging-based tractography, the authors investigated the white matter integrity and volume of frontoparietal and frontotemporo-occipital bundles in the right and left hemispheres and studied their structural asymmetry in persons with schizophrenia and in healthy individuals.This study included 34 participants with schizophrenia and 69 healthy individuals. Integrity parameters and volume were calculated in the three branches of the superior longitudinal fasciculus (SLF I, II, and III), the inferior longitudinal fasciculus, and the inferior fronto-occipital fasciculus in both hemispheres.In the SLF II and SLF III of the right hemisphere, healthy individuals showed greater integrity, compared with participants with schizophrenia. Both groups presented increased integrity in the SLF III of the right hemisphere, compared with the SLF III of the left hemisphere, but only healthy individuals had this pattern regarding the SLF II. Bundle volumes did not differ between groups.This study is the first to describe the structural hemispheric lateralization and organization of the visuospatial attentional network in persons with schizophrenia. The main findings indicate loss of integrity in the SLF II, associated with loss of asymmetry in participants with schizophrenia, compared with healthy individuals, suggesting a potential substrate of attentional deficits.

International audience; Cognitive capacity is commonly assumed to predict performance in classic reasoning tasks because people higher in cognitive capacity are believed to be better at deliberately correcting biasing erroneous intuitions. However, recent findings suggest that there can also be a positive correlation between cognitive capacity and correct intuitive thinking. Here we present results from 2 studies that directly contrasted whether cognitive capacity is more predictive of having correct intuitions or successful deliberate correction of an incorrect intuition. We used a two-response paradigm in which people were required to give a fast intuitive response under time pressure and cognitive load and afterwards were given the time to deliberate. We used a direction-of-change analysis to check whether correct responses were generated intuitively or whether they resulted from deliberate correction (i.e., an initial incorrect-to-correct final response change). Results showed that although cognitive capacity was associated with the correction tendency (overall r = .13) it primarily predicted correct intuitive responding (overall r = .42). These findings force us to rethink the nature of sound reasoning and the role of cognitive capacity in reasoning. Rather than being good at deliberately correcting erroneous intuitions, smart reasoners simply seem to have more accurate intuitions.

International audience; The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)-the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers-has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participantlevel moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space.

International audience; ObjectivesThe ongoing COVID-19 pandemic has caused approximately 2,350,000 infections worldwide and killed more than 160,000 individuals. In Sainte-Anne Hospital (GHU PARIS Psychiatrie & Neuroscience, Paris, France) we have observed a lower incidence of symptomatic forms of COVID-19 among patients than among our clinical staff. This observation led us to hypothesize that psychotropic drugs could have a prophylactic action against SARS-CoV-2 and protect patients from the symptomatic and virulent forms of this infection, since several of these psychotropic drugs have documented antiviral properties. Chlorpromazine (CPZ), a phenothiazine derivative, is also known for its antiviral activity via the inhibition of clathrin-mediated endocytosis. Recentin vitro studies have reported that CPZ exhibits anti-MERS-CoV and anti-SARS-CoV-1 activity.MethodsIn this context, the ReCoVery study aims to repurpose CPZ, a molecule with an excellent tolerance profile and a very high biodistribution in the saliva, lungs and brain. We hypothesize that CPZ could reduce the unfavorable course of COVID-19 infection among patients requiring respiratory support without the need for ICU care, and that it could also reduce the contagiousness of SARS-CoV-2. For this purpose, we plan a pilot, multicenter, randomized, single blind, controlled, phase III therapeutic trial (standard treatment vs. CPZ + standard treatment).ConclusionThis repurposing of CPZ for its anti-SARS-CoV-2 activity could offer an alternative, rapid strategy to alleviate infection severity. This repurposing strategy also avoids numerous developmental and experimental steps, and could save precious time to rapidly establish an anti-COVID-19 therapy with well-known, limited and easily managed side effects.; ObjectifsLa pandémie mondiale actuelle de COVID-19 a touché environ 2 350 000 personnes et fait plus de 160 000 morts. Nous avons observé dans le GHU PARIS Psychiatrie & Neurosciences (site Sainte-Anne, Paris, France) une incidence moins importante de formes symptomatiques de COVID-19 chez les patients que dans notre personnel soignant. Notre hypothèse est que les traitements psychotropes pourraient avoir une action prophylactique sur le SARS-CoV-2. Cette hypothèse est cohérente avec les propriétés antivirales connues de plusieurs psychotropes au premier rang desquels la chlorpromazine (CPZ). En plus de ses effets antipsychotiques classiques, plusieurs études in vitro ont également démontré une activité antivirale de cette phénothiazine via l’inhibition de l’endocytose dépendante des clathrines. Récemment, des études ont révélé un effet anti-MERS-CoV et anti-SARS-CoV-1 de la CPZ.MéthodesDans ce contexte, l’étude reCoVery, basée sur le repositionnement de la CPZ – molécule avec un excellent profil de tolérance et une biodistribution très élevée dans la salive, les poumons et le cerveau – vise à tester l’hypothèse que la CPZ pourrait diminuer l’évolution défavorable de l’infection COVID-19 chez des patients oxygénorequérants sans nécessité de soins en réanimation mais aussi réduire la contagiosité du SARS-CoV-2. Nous allons réaliser pour cela un essai thérapeutique pilote de phase III multicentrique, randomisé, contrôlé (traitement standard vs CPZ + traitement standard) et en simple insu.ConclusionLe repositionnement de la CPZ comme antiviral anti-SARS-CoV-2 offre une stratégie alternative et rapide pour atténuer la propagation du virus ainsi que la gravité et la létalité du COVID-19.

Although a good rational number understanding is very important, many learners struggle to understand fractions. Recent research attributes many of these difficulties to the natural number bias – the tendency to apply natural number features in rational number tasks where this is inappropriate. Previous correlational dual process studies found evidence for the intuitive nature of the natural number bias in learners’ response latencies. However, the reported correlations do not ascertain the causality that is assumed in this ascription. In the present study we therefore experimentally elicited intuitive responses in a fraction comparison task in educated adults by restricting reaction time. Results show that the natural number bias has an intuitive character. Findings also indicate that the detection of conflict between the natural number-based answer and the correct answer seems to work at an intuitive level. ispartof: Memory & Cognition vol:48 issue:7 pages:1171-1180 ispartof: location:United States status: Published online

Visual scenes are processed in terms of spatial frequencies. Low spatial frequencies (LSF) carry coarse information, whereas high spatial frequencies (HSF) subsequently carry information about fine details. The present magnetic resonance imaging study investigated how cortical thickness covaried with LSF/HSF processing abilities in ten-year-old children and adults. Participants indicated whether natural scenes that were filtered in either LSF or HSF represented outdoor or indoor scenes, while reaction times (RTs) and accuracy measures were recorded. In adults, faster RTs for LSF and HSF images were consistently associated with a thicker cortex (parahippocampal cortex, middle frontal gyrus, and precentral and insula regions for LSF, parahippocampal cortex and fronto-marginal and supramarginal gyri for HSF). On the other hand, in children, faster RTs for HSF were associated with a thicker cortex (posterior cingulate, supramarginal and calcarine cortical regions), whereas faster RTs for LSF were associated with a thinner cortex (subcallosal and insula regions). Increased cortical thickness in adults and children could correspond to an expansion mechanism linked to visual scene processing efficiency. In contrast, lower cortical thickness associated with LSF efficiency in children could correspond to a pruning mechanism reflecting an ongoing maturational process, in agreement with the view that LSF efficiency continues to be refined during childhood. This differing pattern between children and adults appeared to be particularly significant in anterior regions of the brain, in line with the proposed existence of a postero-anterior gradient of brain development. Taken together, our results highlight the dynamic brain processes that allow children and adults to perceive a visual natural scene in a coherent way.

International audience; The popular bat-and-ball problem is a relatively simple math riddle on which people are easily biased by intuitive or heuristic thinking. In two studies we tested the impact of a simple but somewhat neglected manipulation-the impact of minimal accuracy feedback-on bat-and-ball performance. Participants solved a total of 15 standard and 15 control versions of the bat-and-ball problem in three consecutive blocks. Half of the participants received accuracy feedback in the intermediate block. Results of both studies indicated that the feedback had, on average, no significant effect on bat-and-ball accuracy over and above mere repeated presentation. We did observe a consistent improvement for a small number of individual participants. Explorative analyses indicated that this improved group showed a more pronounced conflict detection effect (i.e., latency increase) at the pretest and took more deliberation time after receiving the negative feedback compared to the unimproved group.

International audience; Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higherlevel comprehension and cognition. Estimates of genetic and environmental influences for some of these readingrelated neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1-18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a 2 > e 2 > c 2. Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.