Michel Fayol
Affiliations: | Université de Bourgogne, Dijon |
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| Van Rinsveld A, Schiltz C, Majerus S, et al. (2020) When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence. Psychonomic Bulletin & Review. 27: 122-129 |
| Rinsveld AV, Hornung C, Fayol M. (2020) Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis Cognitive Development. 53: 100842 |
| Thevenot C, Fayol M, Barrouillet P. (2018) Spatial numerical associations in preschoolers Thinking & Reasoning. 24: 1-13 |
| Bîlici N, Ugen S, Fayol M, et al. (2018) The Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French Applied Psycholinguistics. 39: 1319-1343 |
| Morin M, Alamargot D, Diallo TMO, et al. (2018) Individual differences in lexical and grammar spelling across primary school Learning and Individual Differences. 62: 128-140 |
| Hornung C, Martin R, Fayol M. (2017) General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach. Frontiers in Psychology. 8: 1746 |
| Mathieu R, Epinat-Duclos J, Léone J, et al. (2017) Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children. Developmental Cognitive Neuroscience |
| Guedin N, Thevenot C, Fayol M. (2017) Des doigts et des nombres Psychologie Francaise. 63: 379-399 |
| Hornung C, Martin R, Fayol M. (2017) The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development Learning and Individual Differences. 57: 85-102 |
| Abbott RD, Fayol M, Zorman M, et al. (2016) Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood. Canadian Journal of School Psychology. 31: 305-321 |