- Project «Tracking visual images in healthy aging»
Visual mental imagery characterizes our inner worlds. We mostly experience our world via visual perception and when recalling past events, we rely on mental imagery. In this project we aim to investigate the generation and inspection of detailed mental images in the elderly with an eye-tracking approach. Eye data provide a unique window to understand mental imagery and visual memory in the elderly.
- Projet «Caractérisation des modules en ligne au niveau tertiaire favorisant les interactions et les apprentissages»
Nous nous intéressons aux aspects de la communication et de l’interaction entre étudiant-e-s et enseignant-e-s qui contribuent à créer un bon environnement d’apprentissage en ligne.
- Projet « L’école de demain »
Les éléments qui caractérisent un bon outil pédagogique numérique sont encore trop peu étudiés. Ce projet vise à développer une application web d’apprentissage d’une deuxième langue qui est basée sur des principes d’apprentissage scientifiquement fondés. L’utilité de l’application web sera évaluée sur plusieurs années et de manière scientifique.
- Project « Exploring the link between emotion and eating »
Is emotional eating emotional? Empirical investigation of the connection between eating and emotion.
- Project « Reward mechanisms in patients suffering from obesity »
Is food more rewarding for individuals suffering from obesity than for healthy-weight individuals?
- Project « Affective and cognitive functioning in relation to food intake »
This project aims at understanding the psychological mechanisms that are at stake in obesity.
- Projet « Comment les familles d’enfants avec des besoins spécifiques font-elle face à la pandémie de COVID-19 ? »
- Projet « Jeu en réalité virtuelle : Mon premier jour d’école »
- Projet « Les processus socio-émotionnels chez des individus présentant un trouble du développement (SOEMO) »
- Projet « Jeux de société sur les compétences émotionnelles : promouvoir les émotions positives et les compétences de régulation des émotions chez les adolescents-es »
- Project «The role of irrational beliefs on perception, cognition, and media use»
Many people hold beliefs about subjects which are difficult or impossible to explain with established knowledge or scientific methods, such as paranormal phenomena (telepathy) or believe in conspiracy theories. This project focuses on the association of such irrational beliefs with perceptual, cognitive and personality aspects in the context of (social) media usage.
- Project «Creativity: Links to personality, perception and brain mechanisms»
Creative thinking is an extraordinary capacity of the human mind that is advancing culture, science, economy and alike. Despite a long history of research, there are still important questions that remain open: What are the facets of creative thinking? How can it be assessed? Which aspects of personality are linked to creativity? What are the underlying neuronal mechanisms? And how can creative thinking be improved?
- Project «Numerical Cognition»
Numbers are omnipresent in our society, and dealing with numbers (e.g. in a supermarket or at school) is a key cognitive competence that has a crucial impact on our socio-economic status and well-being. The aim of this project is to explore basic cognitive and neuronal aspects of numerical cognition.
- Project «The role of motives on emotional processing»
There is variance between persons regarding the incentives that activate our motivational system. The effect of individual differences in basic motives on attentional allocation to emotional stimuli remains controversial.
- Project «What makes a Screencast successful?»
Screencasts are useful eLearning-tools for distance learning. However, they are not always successful. Different aspects of screencast will be explored in this project, with a focus on cognitive and affective impacts on observers.
- Project «When is the use of tablets useful?»
Tablets and Smartphones are omnipresent in our society, and more and more schools have started to use tablets in classrooms. Considering perceptual and cognitive factors, it remains unclear for which tasks the user can really profit from the use of tablets.
- Project « Using virtual reality to learn about inaccessible micro- and macrocosmic structures in primary school »
This project aims to identify the opportunities and challenges when it comes to developing, implementing and evaluating an immersive virtual reality (VR) tool for science teaching in primary schools.
- Project « Drawing as an encoding tool to enhance episodic memory of elderly people »
In the current project we investigate whether drawing can be used as encoding tool to enhance episodic memory performance of elderly people.
- Project « Preschool children’s learning from 3D virtual reality: Investigating the educational impact of the 21st century fairy tales »
Young children show a keen interest in fictional stories, and, simultaneously a tendency to quarantine information from fictional stories. Digitalization of educational materials cannot be avoided, but there is a lack of empirical evidence on how it affects learning and memory in children. We are interested in the use of new media and in their potential impact in promoting learning.
- Project « Using virtual reality to investigate access, fidelity, and vividness of visual mental representations »
When recalling an object that you have previously seen how do the different features location, orientation, and color integrate in memory? To understand the relations between individual features of visual mental representations it is essential to extend the existing research to a 3D virtual reality approach, which allows to represent space in a more natural way than 2D computer-based experiments.
- Projet « Interactions entre systèmes de mémoire dans le développement typique et dans les troubles neurodéveloppementaux »
Des systèmes d’apprentissage et de mémoire parallèles soutenus par différents substrats neurobiologiques contribuent à différentes représentations du monde. Ce projet a pour but de caractériser l’émergence, le développement et la fonction de ces différents types de systèmes de mémoire chez les enfants et adultes au développement typique, et chez les personnes avec le syndrome de Down (Trisomie 21 ou T21) ou le syndrome de Williams (WS).
- Projet « Liens entre activité cérébrale (EEG) et capacités cognitives »
Dans ce projet, nous explorons premièrement les relations entre l’activité cérébrale, en utilisant des enregistrements EEG, et la mémoire chez les enfants au développement typique, de jeunes adultes et des personnes âgées en bonne santé. Nous cherchons également à caractériser les micro-états EEG présents chez les personnes avec syndrome de Down (Trisomie 21 or T21) ou syndrome de Williams (WS).
- Projet « L’impact de formations intermodales sur les capacités cognitives de personnes avec handicap »
De nombreuses études ont essayé de déterminer si les entraînements dits « cognitifs » conduisent à une amélioration des performances cognitives. Ce projet a pour but de déterminer si une formation intermodale et intensive a un impact sur les capacités cognitives des personnes en situation de handicap intellectuel.
- Projet « Profiles de capacités spatiales dans le syndrome de Down et le syndrome de Williams »
Le syndrome de Down (Trisomie 21 ou T21) et le syndrome de Williams (SW) sont des maladies génétiques caractérisées par un retard mental et une diminution des capacités de traitement des informations visuospatiales. Toutefois, les capacités spatiales nécessaires pour naviguer dans le monde réel n’ont pas fait l’objet d’études comparées chez les personnes atteintes de T21 ou de SW. Ce projet a pour but de pallier ce manque de connaissance.
- Project « EATMINT »
How to improve emotional awareness, emotion sharing with peers and emotion regulation in computer-mediated collaboration?
- Project « EMOVIZ »
How to support self-regulation and engagement in distance learning?
Projets terminés
- Project « Distance learning: Individual differences & distributed vs. massed learning »
It is well known that humans learn more effectively when the material is spread out over a period of time in different learning sessions (i.e. distributed learning) than when they learn the material in one long session (i.e. massed learning). Here we want to replicate and extend this finding to a mixed mode approach in a distance learning setting based on new technologies.
- Project « Learning through teaching: Educational applications of virtual reality »
Explaining information to someone else in learning situations can help with learning new material (learning through teaching method). Here, we want to link the use of virtual reality (VR) with the learning through teaching method.
- Project « Interaction of learning principles in acquiring a new second language »
This project investigates the optimum configuration of factors for learning a second language efficiently.
- Project « Cognitive performance in the presence of a smartphone »
This project examines the influence the presence of a person’s own smartphone has on cognitive performance.
