Teaching

At the University of Bordeaux (since Dec. 2020)

Courses at the Institute of Education

Courses at the Faculty of Psychology

Supervision of Students for their Research Thesis or Internships

At the University of Caen Normandie (Jan. 2020 - July 2020)

Bachelor courses

In this course, the concepts of “attention”, “executive functions” and “working memory” are described in reference to the key cognitive theories (e.g., Posner, Norman, & Shallice; Baddeley; Miyake). The students also learn about the cerebral bases of these cognitive functions. Lastly, some classes are devoted to the development of attentional and executive abilities. During the tutorials, the students learn about neuropsychological tests for the assessment of working memory, attention and executive functions (e.g., verbal and visuo-spatial memory spans, cancellation tasks, Stroop test, trail making test, tower of London).


In this course, students learn that humans are irrational beings with cognitive biases. Students learn how humans prioritize an intuitive way of reasoning over formal logic, and how this can change our way of dealing with errors during learning processes. Reading is also taught, by presenting the most recent discoveries in the understanding of the cognitive processes underpinning the learning of reading. Students learn about the tools for designing linguistic stimuli and for testing the current theoretical models of written language, as well as the tools for the perception and processing of music, so that students can develop their critical mind by analyzing the current literature in light of past research about the effects of musical practice and listening on cognition.


This course aims at contextualizing all the statistical knowledge acquired since the Bachelor 1st year, so that students can find and choose the best methodologies and statistics for their own projects. The tutorials involve exercises about (1) choosing the most appropriate test according to the independent variables and research questions, and (2) “reading” the results, and identify the psychological conclusions that the statistical tests tell us. Other classes are devoted to data analysis for the students’ bachelor thesis. To this aim, students learn how to use the Microsoft Excel and JASP (https://jasp-stats.org/) software.


Supervision of Students for their Research Thesis or Clinical Internship

At Paris Descartes University (2015 - 2018)

Bachelor courses

Introduction to the basic cognitive processes and theories (e.g., perception, memory, learning, language, attention, reasoning). Each course started by the realization and interpretation of an experiment, which was used to illustrate one of the fundamental principles of cognitive psychology (e.g., visual illusions, classical and operant conditioning, Stroop effect, serial effects in memory, Paivio’s dual coding theory). The three other courses per year consisted in an introduction to the methodological principles of experimental psychology.


Basic principles of data analysis in psychology (e.g., types of variables, mean, median, variance, standard deviation). Reminders were also provided about probability principles. A large part of the year was devoted to the normal distribution of the data in the population and to the null hypothesis testing. Some statistical tests were broached such as z-scores, Student t-test and squared-Khi. Each course involved the realization and correction of didactic exercises in class. 


Courses devoted to psychophysics and high-level cognitive processes. Especially, teaching was about covert attention orienting (spatial cueing during Posner & Cohen’s 1984 experiments), signal detection theory (Green & Swets, 1966), the cortical visual pathways (vision for perception in the ventral stream, vision for action in the dorsal stream), updating of episodic memory & false memories, and pseudoneglect. Each course started by the realization and interpretation of an experiment that was used to illustrate one of the cognitive processes.


Master courses

The aim of this lecture was to extend knowledge about fundamental mechanisms of perception-action links, and about their neurophysiological bases and pathologies. The perception-action links were examined for the oculomotor, manual and postural systems. The interactions between the different motor systems were also broached. The course I gave was about the oculomotor system, its neurophysiological bases, and the role of eye dominance in perception-action links. 


Supervision of Students for their Bachelor or Master Thesis