Iroise Dumontheil
Biographic Data
| ID | 5758133 |
|---|---|
| NAME | Iroise Dumontheil |
| GIVEN NAMES | Iroise |
| FAMILY NAME | Dumontheil |
| SIGNATURE | DUMONTHEIL I |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-5236-7849 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Longitudinal Evidence of the Relationship Between Pretend Play and Mental Health in the Early Years
Empirical evidence suggests that pretend play can help children manage anxiety. Few longitudinal studies have explored the benefits of pretend play on the mental health outcomes of children in the general population. The current study explored longitudinal associations between pretend play at age 2–3 years old and mental health outcomes at age 4–5 and 6–7 using data from the Longitudinal Study of Australian Children, which included children born …
Effect of a creative dance-based physical education intervention on primary school children’s creativity and self-regulation
Predictors of cognitive and motor creativity in childhood
A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females
INTRODUCTION: Adolescence is a time of increased emotional reactivity and improving cognitive control. Mindfulness meditation training may foster adolescents' cognitive control and emotional regulation skills; however little is known about the impact of mindfulness training in adolescents compared to adults. We examined the effect of mindfulness meditation versus a closely matched active control condition (relaxation training) on behavioral and n…
Modulatory effects of SES and multilinguistic experience on cognitive development
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived…
Internalising and externalising in early adolescence predict later executive function, not the other way around
Developmental changes in the brain networks involved in emotion regulation are thought to contribute to vulnerability to mental health problems during adolescence. Executive control is often viewed as allowing top-down regulation of emotional responses. However, while associations between executive control and mental health are commonly observed in both clinical and non-clinical populations, the direction of these associations remains unclear. Lo…
Error detection through mouse movement in an online adaptive learning environment
While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision‐making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple‐choice game in an online adaptive learning environment, we examined…
Social networking site use in young adolescents
Social perspective taking is associated with self-reported prosocial behavior and regional cortical thickness across adolescence
Basic perspective taking and mentalizing abilities develop in childhood, but recent studies indicate that the use of social perspective taking to guide decisions and actions has a prolonged development that continues throughout adolescence. Here, we aimed to replicate this research and investigate the hypotheses that individual differences in social perspective taking in adolescence are associated with real-life prosocial and antisocial behavior …
The development of metacognitive ability in adolescence
Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability (the relationship between task performance and confidence) develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 5…
Online usage of theory of mind continues to develop in late adolescence
The development of theory of mind use was investigated by giving a computerized task to 177 female participants divided into five age groups: Child I (7.3–9.7 years); Child II (9.8–11.4); Adolescent I (11.5–13.9); Adolescent II (14.0–17.7); Adults (19.1–27.5). Participants viewed a set of shelves containing objects, which they were instructed to move by a ‘director’ who could see some but not all of the objects. Correct interpretation of critical…
Social perspective taking is associated with self-reported prosocial behavior and regional cortical thickness across adolescence
Basic perspective taking and mentalizing abilities develop in childhood, but recent studies indicate that the use of social perspective taking to guide decisions and actions has a prolonged development that continues throughout adolescence. Here, we aimed to replicate this research and investigate the hypotheses that individual differences in social perspective taking in adolescence are associated with real-life prosocial and antisocial behavior …
Online usage of theory of mind continues to develop in late adolescence
The development of theory of mind use was investigated by giving a computerized task to 177 female participants divided into five age groups: Child I (7.3–9.7 years); Child II (9.8–11.4); Adolescent I (11.5–13.9); Adolescent II (14.0–17.7); Adults (19.1–27.5). Participants viewed a set of shelves containing objects, which they were instructed to move by a ‘director’ who could see some but not all of the objects. Correct interpretation of critical…
The development of metacognitive ability in adolescence
Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability (the relationship between task performance and confidence) develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 5…
Social perspective taking is associated with self-reported prosocial behavior and regional cortical thickness across adolescence
Basic perspective taking and mentalizing abilities develop in childhood, but recent studies indicate that the use of social perspective taking to guide decisions and actions has a prolonged development that continues throughout adolescence. Here, we aimed to replicate this research and investigate the hypotheses that individual differences in social perspective taking in adolescence are associated with real-life prosocial and antisocial behavior …
Social networking site use in young adolescents
Internalising and externalising in early adolescence predict later executive function, not the other way around
Developmental changes in the brain networks involved in emotion regulation are thought to contribute to vulnerability to mental health problems during adolescence. Executive control is often viewed as allowing top-down regulation of emotional responses. However, while associations between executive control and mental health are commonly observed in both clinical and non-clinical populations, the direction of these associations remains unclear. Lo…
Error detection through mouse movement in an online adaptive learning environment
While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision‐making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple‐choice game in an online adaptive learning environment, we examined…
Modulatory effects of SES and multilinguistic experience on cognitive development
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived…
A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females
INTRODUCTION: Adolescence is a time of increased emotional reactivity and improving cognitive control. Mindfulness meditation training may foster adolescents' cognitive control and emotional regulation skills; however little is known about the impact of mindfulness training in adolescents compared to adults. We examined the effect of mindfulness meditation versus a closely matched active control condition (relaxation training) on behavioral and n…
Predictors of cognitive and motor creativity in childhood
Longitudinal Evidence of the Relationship Between Pretend Play and Mental Health in the Early Years
Empirical evidence suggests that pretend play can help children manage anxiety. Few longitudinal studies have explored the benefits of pretend play on the mental health outcomes of children in the general population. The current study explored longitudinal associations between pretend play at age 2–3 years old and mental health outcomes at age 4–5 and 6–7 using data from the Longitudinal Study of Australian Children, which included children born …
Effect of a creative dance-based physical education intervention on primary school children’s creativity and self-regulation
Psychology (10 works) · Cognition (9 works) · Developmental psychology (8 works) · Cognitive psychology (5 works) · Neuroscience (5 works) · Social Psychology (5 works) · Longitudinal study (3 works) · Medicine (3 works) · Memory and Neural Mechanisms (3 works) · Psychiatry (3 works)