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Anquetil, M.**, Roche-Labarbe, N. & Rossi, S. (2023). Tactile sensory processing as a precursor of executive attention: towards early detection of attention impairments and neurodevelopmental disorders. WIREs Cognitive Science, 14 : e1640. https://doi.org/10.1002/wcs.1640

Bréchet, C., Mortier, A., Blanc, N. & Rossi, S. (2022). draw me a brain: The use of drawing as a tool to examine children’s developing knowledge about the “black box”. Frontiers in Psychology, ID 951784. https://doi.org/10.3389/fpsyg.2022.951784

Rossi, S., Vidal, J., Letang, M., Houdé, O., & Borst, G. (2019). Adolescents and adults need inhibitory control to compare fractions. Journal of Numerical Cognition, 5, 314-336.https://doi.org/10.5964/jnc.v5i3.197

Rossi, S., Lubin, A., & Lanoë, C. (2017). Découvrir le cerveau à l’école. Les sciences cognitives au service des apprentissages. Paris: Canopé Editions, Ministère de l’Education Nationale.

Rossi, S. (2016).Attention, fonctions exécutives, imagerie cérébrale et TDAH. Approche Neuropsychologique des Apprentissages chez l'Enfant, 140, 40-49.

Rossi, S., Lanoë, C., Poirel, N., Pineau, A., Houdé, O., & Lubin, A. (2015). When I met my brain: Participating in a neuroimaging study influences children’s naïve mind-brain conceptions. Trends in Neuroscience and Education, 4, 92-97.https://doi.org/10.1016/j.tine.2015.07.001