Jérôme Prado

Biographic Data

ID4133130
NAMEJérôme Prado
GIVEN NAMESJérôme
FAMILY NAMEPrado
SIGNATUREPRADO J
AFFILIATIONSLyon 1 Université
ORCID0000-0003-3548-5610
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS1
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Reasoning does hurt

    Cédric Cortial, Jérôme Prado et al.ARTICLEThinking & Reasoning2026

    Human cognition involves two distinct processes: intuition and deliberation. While deliberation requires significant cognitive effort and is often resource-intensive, intuition occurs effortlessly. A key challenge for reasoning theories is to identify the triggers for deliberation. Some compelling theories suggest that deliberative processes are activated by a metacognitive experience of uncertainty; however, they struggle to incorporate findings…

  • Counting on automatization

    Open AccessJérôme Prado, Céline Thévenot et al.ARTICLEDevelopmental Review2026

    Counting procedures may automatize with development rather than being replaced. • Arithmetic fluency may emerge through quantitative not qualitative change. • Same neural mechanisms support problem-size effects from childhood to adulthood. • Developmental changes reflect increasing procedural efficiency, not strategy shift. • Dyscalculia may involve impaired procedural automatization across development. Counting—enumerating sets by establishing o…

  • Reconceptualizing Metacognitive Experience in Dual‐Process Reasoning

    Open AccessCédric Cortial, Jérôme Prado et al.ARTICLECognitive Science2025References: 70

    Human thinking has long been posited to involve two different cognitive processes, also known as intuition and deliberation. While deliberation is effortful and cognitively costly, intuition is effortless. A central issue for reasoning theories is to account for the trigger of deliberation. Compelling theories explain the trigger of deliberative processes by the existence of a metacognitive experience. A feeling of rightness, of error, or of unce…

  • Spatial attention in mental arithmetic

    Open AccessJérôme Prado, André KnopsARTICLEPsychonomic Bulletin & Review2024

  • Assessing Theory of Mind in Children

    Open AccessNicolas Petit, Ira Noveck et al.ARTICLEChild Psychiatry & Human…2024

  • Impact of a game‐based intervention on fraction learning for fifth‐grade students

    Open AccessParnika Bhatia, Sarah Le Diagon et al.ARTICLEJournal of Computer Assisted…2023

  • Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers

    Open AccessPhilippine Courtier, Marie-Line Gardes et al.ARTICLEChild Development2021

    Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyse…

  • Comment la didactique des mathématiques peut-elle informer l’étude de la cognition numérique ? L’exemple d’une étude collaborative autour de la pédagogie Montessori à l’école maternelle

    Marie-Line Gardes, Marie-Caroline Croset et al.ARTICLERaisons éducatives2021Cited by: 1References: 25

    Les études sur l’apprentissage des mathématiques ont tout à gagner de regards croisés et pluridisciplinaires, notamment entre les sciences cognitives et les sciences de l’éducation. Plus particulièrement, la didactique des mathématiques semble pertinente pour apporter des informations complémentaires à l’étude de la cognition numérique. Dans cet article, nous présentons les points de convergences et les spécificités de chacun de ces domaines scie…

  • The neural bases of argumentative reasoning

    Open AccessJérôme Prado, Jessica Léone et al.ARTICLEBrain and Language2020