Embedded Files
Reviewer: Mind, Brain and Education; International Journal of Environmental Research and Public Health
Research Assessor for the Carnegie Trust for the Universities of Scotland.
Guest Editor: Mind, Brain and Education for the Special Issue Involving Young Children in Mind, Brain and Education Research (2024, May).
Massonnié, J., & Mavridou, T. Co-Creating a Sensory Audit Tool with Primary Schools to Review and Tailor the Physical Environment to Children’s Sensory Needs: Reflections on the Co-Production Process. In Spišák, S. (ed.) ECQI2024. Participation, collaboration and co-creation: Qualitative inquiry across and beyond divides. Congress Proceedings. Helsinki: 7th European Congress for Qualitative Inquiry 2024.
Massonnié, J., Tokuhama-Espinosa, T., & Fern-Pollak, L. (2024). Involving Young Learners in Mind, Brain and Education Research. Mind, Brain, and Education, 18(2), 153-158, https://doi.org/10.1111/mbe.12413
Chapman, A., Ebido, C. C., Tening, R. N., Huang, Y., Sougou, N. M., Kolopaking, R., Diallo, A. H., Anggorowati, R., Dial, F. B., Massonnié, J., Firoozmand, M. Niang, C. E. H. A., & Harder, M., K. (2024). Creating culturally-informed protocols for a stunting intervention using a situated values-based approach (WeValue InSitu ): A double case study in Indonesia and Senegal. BMC Public Health.
Moreno, J. M., Chapman, A. J., Ebido, C. C., Sougou, N. M., Diallo, A. H., Tening, R. N., Binetou Dial, F., Massonnié, J., Firoozmandm M., Niang C. E. H. A., Heffernan, C. & Harder, M. K. (2023). Local contextual factors of child stunting found via shared values of stakeholder groups: an exploratory case study in Kaffrine, Senegal. Public Health Nutrition, 1-32. https://doi.org/10.1017/S1368980023001088. Open Access
Rogers, C. J., Tolmie, A., Massonnié, J., & Thomas, M. S. (2023). Complex cognition and individual variability: a mixed methods study of the relationship between creativity and executive control. Frontiers in Psychology, 14, 1191893. https://doi.org/10.3389/fpsyg.2023.1191893. Open Access.
Fairchild, N., Maynard, E., Massonnié, J., Sultana, A., Zwarthoed, J., Bennett, M. & Thomas, C. Introduction. Proceedings of the 6th European Congress of Qualitative Inquiry – Qualitative Inquiry in the Anthropocene: Affirmative and Generative Possibilities for (Post)Anthropocentric Futures. ISBN: 978-1-86137-677-0 (eBook)
Dockrell, J., Massonnié, J., Ang, L., Munoz-Chereau, B., Fernandez-Rao, S., Kolopaking, R., Ndiaye, M., Heffernan, C. (2022). Measurement of cognition and profiling early learning environments in India, Indonesia, and Senegal: a UKRI GCRF Action Against Stunting Hub protocol paper. BMJ Paediatrics Open
Mones, P. & Massonnié J. (2022). What can you do with a bottle and a hanger? Students with high cognitive flexibility give more ideas in the presence of ambient noise. Thinking Skills and Creativity, 46. https://doi.org/10.1016/j.tsc.2022.101116
Massonnié J., Frasseto P., Ng-Knight T., Gilligan-Lee K., Kirkham N., Mareschal D. (2022). Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise. International Journal of Environmental Research and Public Health, 19(14):8815. https://doi.org/10.3390/ijerph19148815
Massonnié, J. & Thomas, M. (2022). Perspectives on learning from neuroscience. In I. Wilkinson & J. Parr (Eds),
The International Encyclopedia of Education. (Fourth Edition, Vol. 14). https://doi.org/10.1016/B978-0-12-818630-5.14008-4
Massonnié, J., Mareschal, D. & Kirkham, N. (2022). Individual differences in dealing with classroom noise disturbances, Mind, Brain, Education, 16, 3, 252-262. https://doi.org/10.1111/mbe.12322
Massonnié, J., Llaurado, A., Sumner, E. & Dockrell, J. (2022). Oral language at school entry: dimensionality of speaking and listening skills. Oxford Review of Education. https://doi.org/10.1080/03054985.2021.2013189
We examined the structure of oral language skills among 126 children in Reception and 124 children in Year 1.
Ng-Knight et al Dev Psy.pdfNg-Knight, T., Gilligan-Lee, K., Massonnié, J., Gaspard, H., Gooch, D., Querstret, D., Johnstone, N. (2021). Does Taekwondo Improve Children’s Self-Regulation? If so, how? A Randomised Field Experiment. Developmental Psychology, https://doi.org/10.1037/dev0001307
Dockrell, J., Llaurado, A., Massonnié, J., & Sumner, E. (2021). Oral language – the foundation for learning. Nasen Connect, 28, 24-25. https://www.nasen.org.uk/resources/nasen-connect-magazine-july-2021
Create an account for free to access the paper.
Peters, S., van Atteveldt, N., Massonnié, J., Vogel, S. E., eds. (2020). Everything You and Your Teachers Need to Know About the Learning Brain. Lausanne: Frontiers Media SA. https://kids.frontiersin.org/collection/10207/everything-you-and-your-teachers-need-to-know-about-the-learning-brain Open access.
Massonnié, J., Frasseto, P., Mareschal, D. & Kirkham, N. (2020). Learning in noisy classrooms: Children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills. Environment & Behaviour, https://doi.org/10.1177/0013916520950277. Open access.
Massonnié, J., Frasseto, P., Mareschal, D. & Kirkham, N. (2020). Scientific collaboration with educators: Practical insights from an in-class noise reduction intervention. Mind, Brain and Education, 14(3), 303-316. https://doi.org/10.1111/mbe.12240. Open access.
We developed mindfulness and sound awareness interventions aiming to reduce classroom noise. Here is a short summary of the project.
Publicversion-2020-MassonnieJ-phdBBK.pdfMassonnié, J. (2020). Understanding the impact of classroom noise on children's learning and well-being, and its modulation by executive functions. Doctoral dissertation, Birkbeck, University of London, London, United Kingdom. Open access (Click on the document).
My PhD thesis. A lot of sweat and tears for that one! Warm thanks to Prof. Denis Mareschal and Dr. Natasha Kirkham for their support.
Hobbiss, M., Massonnié, J., Tokuhama-Espinosa, T., Gittner, A., Lemos, M., Tovazzi, A., Hindley, C., Baker, S., Sumeracki, M., Wassenaar, T., Gous, I. (2019). UNIFIED: Bridging the Researcher-Practitioner Divide in Mind, Brain and Education. Mind, Brain and Education, 13(4), 298-312. https://doi.org/10.1111/mbe.12223. Author's copy.
We reviewed the current states of interdisciplinary collaborations within the field of Mind, Brain and Education (collaborations between researchers from different domains, and between researchers and educators), while proposing an online platform to better connect researchers and educators! You can read a Summary of the paper here.
Chauvin, R., Lucchesi, A., Massonnié, J., Rodo, C., Malet, I., Lestage, H., … & Przezdzik, I. (2019). Le conte comme moyen de changer les représentations des enfants sur le cerveau. Grand N, 104. Access.
We asked children to draw the brain, and what is inside, before, and after telling them a scientifically-based story about brain cells. Their representations were more realistic after the story.
Anwyl-Irvine, A., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. (2019). Gorillas in our Midst: an online behavioural experiment builder. Behavior Research Methods, 52, 388-407, https://doi.org/10.3758/s13428-019-01237-x. Open access.
We tested the accuracy of the reaction times measures collected on Gorilla, a bespoke software for creating online experiments.
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2019). Is classroom noise always bad for children? The contribution of age and selective attention to creative performance in noise. Frontiers in Psychology, 10 (381) https://doi.org/10.3389/fpsyg.2019.00381. Open access.
We tested how classroom noise impacted children's idea generation. Children in their early years of primary school, with low selective attention, were particularly impaired.
Massonnié, J., Bianco, M., Lima, L. & Bressoux, P. (2018). Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view. Learning and Instruction, 60, 166-179. https://doi.org/10.1016/j.learninstruc.2018.01.005. Author's copy.
We found that oral comprehension skills uncovered two dimensions of oral language. Lower level language (LLL) skills included vocabulary and syntax. Discourse skills reflected oral text comprehension.
Massonnié, J. (2017). Les neuromythes, mieux les comprendre pour mieux les appréhender. Enjeux pédagogiques : la psychologie cognitive s'invite en classe, 28, 15.
We presented a few neuromyths (right brain/left brain; learning styles) and their potential underlying mechanisms in a magazine for educators.
Bressoux, P., Bianco, M., Bosse, M-L., Cosnefroy, O., Dessus, P., Fayol, M., Hanner, C., Joët, G., Lima, L., Massonnié, J. & Rocher, T. (2017). Rapport de la recherche LONGIT. Rapport pour le Ministère de l’Education Nationale, Direction de l’Evaluation, de la Prospective et de la performance.
Bressoux, P., Massonnié, J., Bianco, M., Lima, L. & Joët, G. (2016). Teacher effectiveness and reading comprehension at first grade. Fith Biennial Meeting of the EARLI Special Interest Groups 18 (Educational Effectiveness) and 23 (Educational Evaluation, Accountability and School Improvement). “Closing the Gaps? Differential Accountability and Effectiveness as a Road to School Improvement”. Oslo, Norway - 28-30 september 2016.
Google Sites
Report abuse