Research Group

Caroline Castel

 

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Maître assistante

 

 

FPSE Université de Genève-Unimail

40 bd du Pont d’Arve CH – 1205 Genève

Tél: 022 379 93 24 - Fax: 022 379 92 29 

Bureau : 5170

E mail: Caroline.Castel(at)unige.ch                                


 

  • Education

2008 PhD in Psychology, Université de Provence (Marseille, France). Doctoral dissertation under the direction of Johannes Ziegler: "Developmental Dyslexia: Origins and Remediation".

2004 Master (DEA) in Cognitive Psychology; research on: “Developmental Dyslexia in Adults”, under the direction of Johannes Ziegler, Université de Provence.

  • Current research interests

Arithmetic, calculation strategies, numerical abilities in children with hemiplegia.

  • Publications

Bagnoud, J., Burra, N., Castel, C., Oakhill, J., & Thevenot, C. (2018). Arithmetic word problems describing discrete quantities: EEG evidence for the construction of a situation model. Acta Psychologica, 190, 116-121.

Thevenot, C., Chazoule, G., Masson, S., Castel, C., & Fayol, M. (2016). Numerical abilities in a group of young preterm children. Année Psychologique, 116, 227-248.

Thevenot, C., Barrouillet, P., Castel, C., & Uittenhove, K. (2016). Ten-year-old children strategies in mental addition: A counting model account. Cognition, 146, 48-57.

Dewi, J. D. M., Castel, C., Kerzel, D., Posada, A., & Thevenot, C. (2015). Strategies for written additions in adults. Journal of Cognitive Psychology, 27, 979-991.

Thevenot, C., Castel, C., Danjon, J., & Fayol, M. (2015). Identifying Strategies in Arithmetic With the Operand Recognition Paradigm: A Matter of Switch Cost? Journal of Experimental Psychology-Learning Memory and Cognition, 41(2), 541-552.

Thevenot, C., Castel, C., Danjon, J., Renaud, O., Ballaz, C., Baggioni, L., & Fluss, J. (2014). Numerical Abilities in Children With Congenital Hemiplegia: An Investigation of the Role of Finger Use in Number Processing. Developmental Neuropsychology, 39(2), 88-100.

Thevenot, C., Castel, C., Danjon, J., Fanget, M., & Fayol, M. (2013). The Use of the Operand-Recognition Paradigm for the Study of Mental Addition in Older Adults. Journals of Gerontology Series B-Psychological Sciences and Social Sciences, 68(1), 64-67.

Thevenot, C., & Castel, C. (2012). Relationship and transfer between mental and written arithmetic. Journal of Cognitive Psychology, 24, 286-294.

Fanget, M., Thevenot, C., Castel, C., & Fayol, M. (2011). Retrieval from memory or procedural strategies for addition problem: The use of the      operand-recognition paradigm in 10-year-old children. Swiss Journal of Psychology, 70, 35-39.

Thevenot, C., Barrouillet, P., Castel, C., & Jimenez, S. (2011). Better elementary number processing in higher skill arithmetic problem solvers: Evidence from the encoding step. Quarterly Journal of Experimental Psychology, 64, 2110-2114.

Thevenot, C., Castel, C., Fanget, M., & Fayol, M. (2010). Mental subtraction in high- and lower skilled arithmetic problem solvers: Verbal report versus operand-recognition paradigms. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 1242-1255.

Castel, C., Pech-Georgel, C., George, F., & Ziegler, J.C. (2008). Lien entre dénomination rapide et lecture chez les enfants dyslexiques. L'Année Psychologique, 108 (3), 395-422.

Ziegler, J.C., Castel, C., Pech-Georgel, C., George, F., Alario, F-X., & Perry, C. (2008). Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes. Cognition, 107(1), 151-178.

Alario, F-X., Perre, L., Castel, C., & Ziegler, J.C. (2006). The role of orthography in speech production revisited. Cognition, 102(3), 464-475.

  • Communications

Castel, C., Pech-Georgel, C., George, F., & Ziegler, J.C. Le rôle de la conscience phonologique, du déchiffrage élémentaire et de l'automatisation dans l'apprentissage de la lecture et la dyslexie. Approche cognitive de l'apprentissage de la langue écrite. Colloque international. 19 et 20 octobre 2006. Université Rennes 2 – Haute Bretagne, France. Oral presentation.

Castel, C., Ziegler, J.C., & Alario, F.-X. Developmental dyslexia and the dual route model of reading. XIVth meeting of the European Society for Cognitive Psychology. 31 august – 3 September 2005. Leiden, the Netherlands. Oral presentation.

Castel, C., Thevenot, C., & Fayol, M. (2009). The operand-recognition paradigm: A studyofsubtraction in high and lower-skilled arithmetic problems solvers. Paper presented at the 16th meeting of the European society for Cognitive Psychology. September 2 – 5, 2009. Krakow, Poland. Poster presentation.

Alario, F.-X., Perre, L., Castel, C. & Ziegler, J.C. (2005). Segmental and orthographic effects in speech production. Paper presented at the 2nd international Workshop on Language Production, Maastricht, The Netherlands. Poster presentation.