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Psychology

D-Index
64
Citations
12885
World Ranking
3021
National Ranking
13

Overview

Michel Fayol is affiliated with the University of Clermont Auvergne in France and has contributed extensively to research in social sciences and psychology, particularly in developmental and educational psychology. Their academic work spans fields including education, statistics and probability, language and linguistics, and cognitive neuroscience.

Their research focuses on several main topics:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Writing and Handwriting Education
  • EFL/ESL Teaching and Learning
  • Language Development and Disorders
  • Neurobiology of Language and Bilingualism

Michel Fayol has published papers in several venues, with a concentration in:

  • Reading and Writing (2 publications)
  • European Journal of Psychology of Education (2 publications)
  • Psychonomic Bulletin & Review
  • Heliyon
  • Frontiers in Psychology

Recent papers include:

  • "When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence," 2020, Psychonomic Bulletin & Review
  • "Rapid automatized naming skills of children with intellectual disability," 2021, Heliyon
  • "Is spelling related to written composition? A longitudinal study in French," 2023, Reading and Writing
  • "Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts," 2022, Frontiers in Psychology
  • "Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment," 2021, European Journal of Psychology of Education

Notable frequent co-authors include:

  • Constanze Weth
  • Sonja Ugen
  • Anne-Françoise de Chambrier
  • Catherine Martinet
  • Pascal Bressoux

The scientist has contributed to book publications with:

  • "L'Acquisition de l'écrit," Presses Universitaires De France, 2020
  • "L'Orthographe. 2ème édition," Centre National de la Recherche Scientifique, 2024

Best Publications

  • Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7.

    Robert D. Abbott;Virginia W. Berninger;Michel Fayol

  • Implicit learning out of the lab: the case of orthographic regularities.

    Sébastien Pacton;Pierre Perruchet;Michel Fayol;Axel Cleeremans

  • Is Written Language Production more Difficult than Oral Language Production? A Working Memory Approach

    Béatrice Bourdin;Michel Fayol

  • Learning to spell : research, theory, and practice across languages

    Charles A. Perfetti;Laurence Rieben;Michel Fayol

  • Predicting arithmetical achievement from neuro-psychological performance: a longitudinal study

    Michel Fayol;Pierre Barrouillet;Catherine Marinthe

  • Cognitive overload and orthographic errors: When cognitive overload enhances subject–verb agreement errors. A study in French written language

    Michel Fayol;Pierre Largy;Patrick Lemaire

  • Children's Implicit Learning of Graphotactic and Morphological Regularities

    Sébastien Pacton;Michel Fayol;Pierre Perruchet

  • Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children

    Anna J. Wilson;Anna J. Wilson;Stanislas Dehaene;Stanislas Dehaene;Ophélie Dubois;Michel Fayol

  • First graders' cognitive representation of number and understanding of place value: Cross-national comparisons: France, Japan, Korea, Sweden, and the United States.

    Irene T. Miura;Yukari Okamoto;Chungsoon C. Kim;Marcia Steere

  • The determinants of spoken and written picture naming latencies

    Patrick Bonin;Marylène Chalard;Alain Méot;Michel Fayol

  • L'enfant et le nombre : du comptage à la résolution de problèmes

    Michel Fayol

  • Conceptions of first-year university students of the constituents of matter and the notions of acids and bases

    Danièle Cros;Maurice Maurin;Roger Amouroux;Maurice Chastrette

  • Psychologie cognitive de la lecture

    Michel Fayol;Jean Emile Gombert;Pierre Lecocq;Liliane Sprenger-Charolles

  • Selecting between Competitors in Multiplication Tasks: An Explanation of the Errors Produced by Adolescents with Learning Difficulties

    Pierre Barrouillet;Michel Fayol;Eric Lathulière

  • Lexical orthographic knowledge develops from the beginning of literacy acquisition.

    Catherine Martinet;Sylviane Valdois;Michel Fayol

  • Number Transcoding in Children - a Functional-analysis

    Xavier Seron;Michel Fayol

  • Modelling the Development of Written Composition

    Denis Alamargot;Michel Fayol

  • Even in adults, written production is still more costly than oral production

    Béatrice Bourdin;Michel Fayol

  • The use of procedural knowledge in simple addition and subtraction problems.

    Michel Fayol;Catherine Thevenot

  • Age of acquisition and word frequency in written picture naming.

    Patrick Bonin;Michel Fayol;Marylène Chalard

  • Eye Tracking Data during Written Recall: Clues to Subject-Verb Agreement Processing during Translation

    D Alamargot;C Leuwers;G Caparossi;V Pontart

Frequent Co-Authors

Pierre Barrouillet
Pierre Barrouillet University of Geneva
Virginia W. Berninger
Virginia W. Berninger University of Washington
Sylviane Valdois
Sylviane Valdois Grenoble Alpes University
Xavier Seron
Xavier Seron Université Catholique de Louvain
Pierre Perruchet
Pierre Perruchet University of Burgundy
Hervé Abdi
Hervé Abdi The University of Texas at Dallas
Valérie Camos
Valérie Camos University of Fribourg
Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh
Rebecca Treiman
Rebecca Treiman Washington University in St. Louis
Robert D. Abbott
Robert D. Abbott University of Washington

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